Plan for Students Learning

Planners Name: Ayla Wilder

Topic: The Crucible Title of Lesson: BURN THE WITCH Grade Level: 12
Academic Standards for Lesson:
TSEOL:
1. English language learners communicate information, ideas, and concepts necessary for
academic success in the area of language arts
Common Core Standards:
1. CCSS.ELA-LITERACY.RL.11-12.10 By the end of grade 12, read and comprehend
literature, including stories, dramas, and poems, at the high end of the grades 11-CCR
text complexity band independently and proficiently.
2. CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
3. CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Essential Question:
1. How do plot and character development influence the path of a story?
Objectives:
1. Students will be able to analyze how events influence the overall development of a play.
2. Students will be able to analyze a play and write arguments to support an analysis of the
text using evidence and reasoning.
Learning Activities:
1. Introduction/Activation Strategy:
Students will begin the lesson by forming pairs and listing words associated with the
Salem witch trials. Groups will then share their words with the class, and if no one else
has the word, they receive a point. The pair who has the most points at the end will
receive a homework pass. Students will then receive notes from a PowerPoint regarding
background information about the author, the time period the play was written in, and the
Salem witch trials. Students will successfully understand the background and ideas
surrounding the Salem witch trials so they have knowledge to build off of as they read.
Instructional Strategies/Learning Tasks
Students will each chose a character from the play, and the class will read and act out the
play as a whole. This is likely to take two to three days of class. This is so that students
will be able to fully understand the play and will have opportunities to ask questions as
the class continues, as well as to ensure that all students complete the reading and have
access to the play.
 a. Model/Explicit Instruction
Students will take notes off of a PowerPoint using a fill-in-the-blank guide about
plot and character development. As the teacher, I will be leading class and
lecturing at the front of the classroom. Students will be given the definitions of
plot, exposition, rising action, climax, falling action, resolution, setting, main
characters, conflicts, turning point, tension, suspense, characterization, direct
characterization, indirect characterization, ethics, motivation, morals, actions,
behaviors, descriptions, flat character, round character, and analysis. Definitions
and examples will be displayed on the board, while students will take guided
notes filling in the blanks with the key words.
i. Checking for Understanding
Students will take a short quiz about the information to demonstrate their
understanding.
ii. Questioning Strategies
Students will have a class wide discussion, with questions written by the
teacher to guide the conversation. The questions will come from the
Penguin Classics teachers guide, and are as follows:
1. How is Abigail responsible for starting the whole scare about
witches in Salem? Is she lying? insane? possessed? If Abigail had
not been caught dancing, would the witch trials still have been
held? What makes you think so?
2. How do Hales preconceptions influence his interpretation of
events? How does his interpretation change? What are the
implications of his conversion?
3. Them that will not confess will hang. Explain the major irony of
that kind of confession.
4. How have Elizabeth and John Proctor come to terms? Explain the
irony in their reconcilement. Why wont Elizabeth be hanged?
5. What is the purpose of Millers comments and explanations
throughout the play? How would your understanding be affected if
those had not been included?
6. In a morality play, characters are intended to dramatize Good and
Evil. In what ways is The Crucible a morality play?
b. Guided Practice
After students have finished reading the play, they will form groups of four and
write or diagram a summary of the play, identifying main characters and plot
points. I will walk around to the different groups, and help them with their
summaries. Each group will be able to ask questions privately, and I will spend
time with every group.
c. Independent Practice
Students will write a journal entry from the perspective of someone who
witnesses the events of The Crucible, demonstrating understanding of plot or
character development.
2. Closure
 Students will receive rolls and complete an in class reenactment of the Salem witch trials.
They will not know each others rolls, and will be able to see the spread of hysteria.
Afterwards, we will have a discussion about how the hysteria surrounding the accusation
fueled the events of the story, and how the plot and ending would be different if there was
no hysteria. The class will connect the events of the class reenactment to the events of
the Crucible. They will draw parallels and talk about why characters may have acted as
they did, and talk about how the characters developed over the course of the story
because of characters actions. I will then talk about how the character development in
this story happened because of the events of the plot, and how many of the same
principles can be applied to future plays.
Differentiation:
If needed, students will be provided a different version of the play, where language has been
changed for clarity. This s especially helpful for the ELL students Valeria and Ashkiro, so that
they would be able to complete the rest of the class assignments.
Assessment: Formative or Summative:
1. Summative Assessment
Students will complete a 6-8 page character analysis, including how certain actions in the
plot of the novel caused the character to develop as they did.
2. Rubric/Checklist
Students will receive a rubric outlining what is expected in terms of focus, development,
cohesion, audience, language and style, and conventions. Students can receive a one
through five score in each category, with one being inadequate, two being developing,
three being proficient, four being skilled, and five being exceptional.
Materials/Resources/technology:
Introductory PowerPoint
Digital or print versions of The Crucible
Informational PowerPoint
Fill-in-the-blank note guides
Quizzes
Discussion PowerPoint
Paper or laptops
Journals
Index cards
Length of Lesson: 10-12 days